Demonstration classroom takes skepticism out of professional development
"Yes, but that will never work in my classroom," is a common spoken and unspoken
response by teachers to many new initiatives and professional development
programs.
When an Ontario, Canada school board decided to improve literacy practices in
K-3 classes, it created a professional development program that was designed to
preempt this response. The board (similar to a U.S. school district) set up a
demonstration classroom that would let teachers see first-hand how the
recommended practices worked with students, says a recent study in the journal,
Professional Development in Education.
The demonstration classroom was established in an inner city school with a
transient student population that was designated a 'turnaround school' on the
basis of students' low performance on standardized tests. The school received
resources and professional development funds to assist in its turnaround.
Exemplary teacher
In the study published in Professional
Development in Education, researchers identify the factors that contributed
to the initiative's success based on interviews with observer teachers.
A Grade 2 teacher with exemplary classroom practices served as the
demonstration classroom teacher who modeled the desired literacy practices. To
minimize disruption for the students, separate seating was established for
teachers and students were trained not to interact with the observers.
The demonstration classroom teacher had served as a literacy coach during the
preceding year and so had experience facilitating the professional growth of her
colleagues.
For a demonstration classroom to be successful, the mentor teacher must not
only model advocated practices, but also must be supportive of colleagues'
professional decision-making, theresearchers report.
"Of particular importance in supporting teachers' abilities to embrace change
are their efficacy beliefs; that is, their self-perceptions of competence
implementing advocated instructional modifications."
Demo classroom protocol
Observing teachers could visit the
demonstration classroom in groups of 3 or 4 Tuesdays, Wednesdays or Thursdays
each week between October and June and were asked to book in advance. Teachers
were encouraged to observe for a series of 3 full-day sessions, ideally spaced
several weeks apart to allow teachers enough time to reflect on what they'd seen
and to implement targeted modifications in their own practices.
Each of the 3 visits was intended to focus on different aspects of
instruction:
The physical classroom and classroom management strategies
Explicit instruction with a particular emphasis on guided reading and
integrated literacy centers.
Assessment, evaluation and planning.
Observing teachers spent the morning in the demonstration classroom
followed by an afternoon debriefing session. While in the demonstration
classroom, observing teachers used templates to record their observations.
During the afternoon sessions, the demonstration teacher used debriefing scripts
developedwith a consultant to guide the dialogue with the observing teachers and
to help them set their own goals.
"Supporting changes in practices and beliefs is a complex endeavor that is
dependent upon teachers' abilities to acknowledge the need to modify their own
practices, self-perceptions of their abilities to do so, as well as the
provision of sufficient support and resources throughout their change
processes," the authors write.
Researchers interviewed 8 of the 98 primary- grade teachers who were
observers. The teachers described the demonstration classroom as among their
most effective professional development experiences, the researchers wrote.
"I don't think I would have gained all the knowledge that I did from the demo
class if I went to an after school [professional development session]. You can
put in a video but it's not the same. This was a true example of a day," one
teacher said.
As a result of their participation in the demo classroom, teachers said they
made changes in their physical room arrangements and class management, guided
reading, literacy center instructional methods and assessment practices.
Four themes emerged from teacher interviews about the demonstration
classroom.
- The demonstration classroom served as a catalyst for changes in teachers'
beliefs and practices
- The mentoring and interpersonal skills of the teacher in the demo classroom
were essential to success of program
- Program organization, cohesion and alignment were essential aspects of the
program
- Ongoing support helped teachers work on their goals
The practices modeled in the classroom were aligned with the goals of the
board for improving literacy in grades K-3. Besides the cohesion of the program,
the personality of the demo teacher was also deemed very important.
"Facilitating the debriefing sessions required considerable diplomacy and the
establishment of trusting relationships," the researchers write.
"Rather than present a 'one-size-fits-all' approach, the demonstration
teacher supported and encouraged participants' professional decision- making,"
the researchers write. "This enhanced teachers' willingness to take risks with
new methods, seek assistance and work towards modifying their practices."
"Seeing is believing: creating a catalyst for teacher change through a
demonstration classroom professional development initiative," by Arlene Grierson
and Tiffany Gallagher, Professional Development in Education, December 2009,
Volume 35, Number 4, pps. 567-584.
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